Teachers' Views Regarding Challenges Affecting The Reading Abilities Of Grade 9 English First Additional Learners In South African Public Primary Schools

This paper explores teachers' views on the challenges affecting the reading abilities of grade 9 English First Additional (EFAL) learners in South African primary schools. Reading skills play a critical role in education, as they impact all areas of learning. Learners who struggle with reading often face significant academic hurdles, resulting in poor performance in their studies. Grade 9 learners were believed to have faced setbacks during the COVID-19 pandemic in South Africa, as numerous disruptions and absenteeism plagued government schools. Many of these learners, who were in grade R during the pandemic, may not have received the required reading instruction. Underpinned by Socio-Constructivist Theory, specifically Vygotsky's Social Cognitive Theory of Learning, group discussions as a qualitative data-gathering tool were employed to ascertain 8 teachers' views on the challenges affecting the reading abilities of grade 9 learners. Key findings from a thematic analysis reveal that grade 9 EFAL teachers encounter challenges regarding parental involvement, overcrowding, resources, the curriculum, and teacher training and professional development when teaching EFAL. The study recommends inclusive catered strategies to improve the reading abilities of grade 9 EFAL learners. Initiatives to promote parental and teacher involvement in improving learners' reading abilities are encouraged.